HIST 396C W/INTRO TO STUDY OF HISTORY: EDUCATION
Fall 2007 Mon. 1:30-4:00 Sakamaki C101
Dr. Karen Jolly
Office: Sakamaki A408 or A203 kjolly@hawaii.edu
Office hours: Tuedays 2-3:30, Wednesdays 9-11, or by appointment 956-7673 or 956-7687
This section of the required methods course is designed for history majors planning to go into education or secondary education majors with an emphasis in social studies. The class will discuss philosophies and methods of history as they relate to education, particularly examining standards, pedagogies, and controversies. This course is writing-intensive and designed as a weekly discussion seminar, so we will be doing writing process exercises as part of our discussion of the readings. Grading is based on written work, class participation, and two projects linked to Hawai`i State History Day.
Required Texts:
- Benjamin, Jules R., A Student’s Guide to History, 10th ed. (Boston: Bedford/St. Martin’s, 2007).
- Stearns, Peter N., Peter Seixas, and Sam Wineburg, eds., Knowing, Teaching, and Learning History: National and International Perspectives (New York: New York University Press, 2000).
- Internet sites:
Recommended Text:
Hacker, Diana, A Pocket Style Manual (Bedford/St. Martin’s, various editions).
Assignments and Grading (100 point scale):
- Paper 1 (10%): 3-4 pages Analyze your own experience of history, comparing what you know and believe about history from school, family, and media. Due 9/10
- Paper 2 (20%) 5-7 pages How would you apply ideas and principles from KTLH to improve History Standards or implement them in the classroom? Due 11/19
- Annotated Bibliography (25%) see below for guidelines
- Final Project (25%) Guidelines
- In-class writing exercises (10%)
- Attendance and Participation (10%): Regular on time attendance is credited. Participation includes speaking up, asking questions, and listening to others.
Writing Guidelines:
- All papers should be typed, double-spaced in 12-point font and submitted in paper form.
- Papers are graded on 1) clear thesis and argumentation, indicated in the introduction and in the organization of the paper; 2) adept analysis of sources and other information as evidence or examples; and 3) vigorous, readable prose style free of grammar and syntax errors.
- Drafts are accepted for comment if received (email okay) at least 48 hours before the due date.
- Late papers without a documented excuse lose 3/100 for every day late.
- For assistance with writing, see guidelines in the Benjamin and Hacker books, as well as the following websites:
- Annotated Bibliography Style Guides:
Annotated Bibliography Guidelines:
- Develop three potential topics relevant to the 2008 National History Day theme “Conflict and Compromise in History” from local, state, or Pacific Islands history. Gear your topics to students in either grades 6-8 or 9-12. Write a brief explanation of how your topics relate to the theme. Due 9/17
- Suggest 2-3 primary and 5-10 secondary sources (mixture of articles, books, websites) for each. Encyclopedias, general textbooks, and annotated bibliographies in print or online can be included, but they are no substitute for scholarly research materials focused on your topic. Come prepared to work on your topics at the Library tour on 9/24. Draft due 10/01
- Produce an annotated bibliography for one of your topics, following guidelines in Benjamin and using Chicago Manual of Style. Format should be double-spaced, typed, 12-point font, items arranged with hanging indent and listed alphabetically within sections: primary sources; secondary sources, broken into subsections of books, articles, and websites. Due 10/08
Final Project Guidelines:
- Design a lesson plan using state standards and benchmarks, using one of your topics. Guidelines
- These two options have passed:
- Participate in Teacher workshop (Aug. 25), write up analysis of History Day in relation to standards.
- Participate in production of an Olelo episode, write up analysis of how state standards relate.
A Note on Plagiarism: Plagiarism, a form of cheating punishable under the UHM Student Conduct Code, is the use of someone else's words or ideas without citation or acknowledgement. This includes exact/unique phrases without quote marks; interpretive arguments (as opposed to general knowledge information) made to sound as your own when they are not; and sentences, paragraphs, or whole papers copied or downloaded into your paper. Any paper submitted to me that violates this standard will receive an automatic F (0 points) with no resubmission. We can discuss the case, but if we fail to agree on whether plagiarism occurred, the case will have to go to the Dean of Students, where the penalty if guilt is found is worse than an F on a paper.
Disability Access: If you feel you need reasonable accommodations because of the impact of a disability, please 1) contact the KOKUA Program (V/T) at 956-7511 or 956-7612, QLCSS 013; 2) speak with me privately to discuss your specific needs. I will be happy to work with you and the KOKUA Program to meet you access needs related to your documented disability.
Student Academic Services also provides a wide array of learning assistance, counseling, and support services to meet your needs.
Syllabus Outline
Part I: Doing History
- 08/20 Introduction: What is History?
- 08/27 Students of History (Benjamin, chapter 1; KTLH, pp. 1-17, 141-42, 195-97, 327-29)
- Paper 1: 3-4 pages Analyze your own experience of history, comparing what you know and believe about history from school, family, and media. due 9/10
- 09/03 holiday
- 09/10 Reading and Writing History (Benjamin, chapters 2-3, in-class exercises) Paper 1 due
- 09/17 Researching History (Benjamin, chapters 4-5; bring annotated bibliography topics)
- 09/24 Library Tour: meet in Hamilton Library 113 (Benjamin Appendices; bibliography problems)
Part II: Teaching History
- 10/01 History Day and Standards (draft bibliography due)
- 10/08 History and Social Studies Associations (annotated bibliography due)
- 10/15 Current Issues in History Education KTLH I (1-7)
- 10/22 Good History Teaching KTLH II (8-10)
- 10/29 Research on Teaching and Learning KTLH III (11-16)
- 11/05 Models for Teaching KTLH IV (17-21)
- Paper 2 5-7 pages: How would you apply ideas and principles from KTLH to improve History Standards or implement them in the classroom? due 11/19
Part III: Promoting History
- 11/12 holiday
email project background assignment
- 11/19 Historians and the Public(s) (Paper 2 due)
- 11/26 Reel History
- 12/03 Final Project workshop: bring complete draft
- 12/10 Final Project due by 4 p.m.